Educación Musical y tecnología: tendencias en investigación

Abstract

La tecnología se ha integrado en las diferentes áreas curriculares por la consideración de la competencia digital como competencia clave y su consecuente impacto en la política educativa de los diferentes países. La Educación Musical no ha quedado ajena a este fenómeno, considerándose la tecnología como una herramienta con un potencial reseñable para su desarrollo. Este estudio trata de aproximarse a la relación entre tecnología y Educación Musical desde un enfoque bibliométrico y bibliográfico: por un lado, se indaga sobre la producción científica en términos cuantitativos, a partir del análisis de los 161 artículos seleccionados de las bases de datos Web of Science y Scopus y, por otro, se analiza el contenido de las 55 publicaciones disponibles en abierto. Los resultados confirman el aumento de la producción científica en los últimos 5 años y las posiciones predominantes de Estados Unidos y España. Destaca, asimismo, la preeminencia de investigaciones centradas en la etapa de Educación Superior, con alumnado y profesorado como principales participantes. Asimismo, es reseñable la variedad de tecnología que se implementa en los procesos formativos, así como su impacto positivo no solo en aspectos relacionados con la propia disciplina, sino también en el desarrollo de competencias de carácter transversal.

Effects of Physical Education on students with intellectual disabilities. A systematic review Autores/as

“…Papers written by a single author are a minority, representing only 12.5% of the sample (Hsu, 2016;Jang, 2020;Montesano, 2014). This is in contrast to what happens, for example, in the field of music education (Marín et al, 2022). From a gender point of view, it should be noted that there are no major differences in the number of men and women studying this subject.…”

The use of ICT in Secondary Music Education and its relationship with teachers’ beliefs

“…However, for this to occur, they cannot constitute a specific way of performing certain musical activities, moreover their incorporation into the classroom must be planned and reflective. In this regard, some authors (Masdeu, 2018;Marín et al, 2022) have stressed this need to integrate ICT in music teaching in a well-thought out way, taking into account the educational potential they offer as learning tools. To implement it, commitment is required on the part of teachers.…”

“…This becomes more relevant in the case of our study area, where the motivation of the student towards learning is fundamental for the latter to develop. Numerous studies (Stowell and Dixon, 2013;Eyles, 2017;Ruthman and Mantie 2017;Marín et al, 2022) conclude that the use of technology in Music Education boosts stimulating and motivating teaching and learning situations.…”

“…The incorporation of ICT into Music Education has formed the basis of analysis and research in recent years. Marín, Gabarda and Cuevas (2022) have performed a review of the research carried out on this subject and conclude that there has been a marked increase in scientific production over the last five years. Ruthmann and Mantie (2017) edited a monograph study into the use of Information and Communication Technologies (ICT) in Music Education, at the Primary and Secondary Education levels.…”

Implementation of Steam Technologies for Building Digital Competence of Future Music Art Teachers

“…Training future music art teachers should involve the development of theoretical and practical knowledge that forms the competence of future teachers. The use of non-standard approaches to learning contributes to the development of creative thinking, which is reflected in the quality of obtaining basic knowledge (Marín-Suelves et al, 2022). One of these approaches is the implementation of STEAM technologies in education.…”